Teaching English to Speakers of Other Languages


The Master of Arts in TESOL (MATESOL) program addresses the need for more teachers of English as a second or modern world language—both in the United States and abroad.

Teacher sitting at a table with a woman and a man

Program Locations



Teach ESOL in U.S. public schools, grades PreK-12.

  • 39 Credit Program
  • Includes a One Year Internship in a Maryland Public School
  • ePortfolio and Praxis II Exam Required for Maryland PreK-12 ESOL Certification


Teach ESOL in post-secondary education, in addition to non-traditional educational settings, such as adult education ESL programs, or EFL (English as a Foreign Language) programs abroad.

  • 33 Credit Program
  • Includes a Practicum Experience

Student Outcomes

As a student in this program, you will be able to:

  1. Use the knowledge of students to inform their teaching practice.
  2. Plan assessments to monitor and support student learning.
  3. Demonstrate skill in checking for student understanding and using feedback to assess.
  4. Utilize formative and summative assessments to inform their instructional practice.
  5. Deepen student learning by providing scaffolded opportunities for higher level, deeper learning.

Program Outcomes

At the completion of the program, you will be able to:

  1. Pass all national testing requirements, as applicable, achieving a 100% pass rate for NDMU.
  2. Enhance career and professional development opportunities for employment pathways in the profession, e.g., elementary or secondary education teacher, highly qualified with a dual or triple certification, professional developer, preparation for teaching in higher education, etc. 
  3. Document an ability to design a thorough lesson plan that addresses the needs of all students and which provides for both formative and summative measurable student outcomes.
  4. Utilize classroom management skills to effectively engage students and maximize learning opportunities for all students.


  • Issues in TESOL: EDU-508 (3 credits)

    Introduces students to the field of TESOL by providing an overview of instructional programs and approaches for teaching English as a second language to students from K-12 to postsecondary levels. Special emphasis is placed on the role of cultural differences on language development and academic achievement in United States classrooms. The course includes bilingualism, legal and political trends as they pertain to ESL students in various educational settings, and the impact of state and national initiatives, such as No Child Left Behind, on ESL students and TESOL. [ 3 credits ]
  • Human Development and Learning: EDU-519 (3 credits)

    Explores selected aspects of human development related to learning and instruction. Major psychological concepts and learning theories will be examined and applied to the context of education. Emphasis will be placed on understanding InTASC standards #1-3 and 9-10, cognitive and affective domains of development as well as behavior management, motivation, individual differences in learning and instructional practices. Includes reflection, classroom activities, educational philosophy and class-room instruction. [ 3 credits ]

  • Reading, Analyzing and Interpreting Educational Research: EDU-543 (3 credits)

    Provides an interactive learning environment that will enable students to acquire knowledge, skills and abilities required for the analysis, interpretation and evaluation of educational research. In addition, the course will enable students to cultivate the skills necessary for engaging in their own creative and meaningful research. [ 3 credits ]
  • Principles of Linguistics: EDU-545 (3 credits)

    Provides an introduction to the scientific study of language. The course presents an historical overview of the major schools of thought in linguistics, followed by a discussion of current theory as it relates to the major subfields of linguistics, syntax, semantics, phonology and phonetics. This course serves as a prerequisite for all other linguistics courses in the TESOL program. [ 3 credits ]
  • Methods and Materials for TESOL: EDU-546 (3 credits)

    Aims to familiarize students with methods and materials available to the ESL teacher, as well as InTASC standards #4-8. Students analyze a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials. Students will also explore technological resources available to the ESL teacher, including the Internet. [ 3 credits ]

  • Assessing Second Language Acquisition: EDU-547 (3 credits)

    Introduces the student to various assessment techniques that are used in ESL teaching. Students examine various traditional testing techniques, along with more recently developed alternative methods for assessing second language learning, focusing on the four language skills, reading, writing, listening and speaking, as well as communicative competence in general. In addition, students critically evaluate ESL assessment methods used for placement purposes by various (local) public school systems. [ 3 credits ]
  • Language Learning: EDU-548 (3 credits)

    Examines current theory in language acquisition from psycholinguistic and sociolinguistic perspectives. Although the basic principles of first language acquisition are analyzed to some extent, the main focus of the course is on theoretical principles as they relate to second language acquisition, including their application to second or foreign language teaching. Subtopics include sociocultural factors in language classrooms, individual language learning styles and strategies, and the impact of age and native language on (second/foreign) language learning. [ 3 credits ]
  • Technology for Instruction and Management: EDU-556 (3 credits)

    Introduces learners to technology as a tool for classroom instruction and management. Students will be given opportunities in planning, designing and producing projects that meet the instructional needs of students. The projects encompass skills in word processing, video, Web pages, multimedia and other technologies. Students examine online information services and the integration of technology into the curriculum and practice. [ 3 credits ]
  • Techniques of Teaching Reading and Writing to Students With Limited English Proficiency: EDU-586 (3 credits)

    Addresses the development of reading and writing from a cognitive perspective. Students will become familiar with the approaches, methods and techniques appropriate for the teaching of reading and writing to students with limited English language proficiencies. Special topics such as the integrated skills curriculum, language-specific rhetorical styles and free voluntary reading will also be discussed. Students will evaluate and design appropriate classroom materials. [ 3 credits ]
  • Teaching Practicum: EDU-595 (3 credits)

    Provides an internship experience in TESOL education in a post-secondary setting in the United States or in an EFL program abroad. [ 3 credits ]
  • English Grammar for ESL Teachers: EDU-596 (3 credits)

    Analyzes the grammar of American English in detail with an emphasis on areas of English grammar that tend to present problems for EFL students. Students learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [ 3 credits ]
  • Internship Tesol: EDU-611 (6 credits)

    Provides a full-time internship in TESOL education in public schools. Gradual introduction into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning), and in instructing and assessing English language development for students of other languages with limited English proficiency. Supervision by master teacher and college supervisor. [ 6 credits ] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.
  • Language and Intercultural Communication for Changing Populations: EDU-697 (3 credits)

    Examines the nature of language as the instrument of communication that expresses cultural and societal modes of thinking, customs and values. Participants analyze their own and others' socio-cultural perceptions, values and behaviors in order to gain insight into student behaviors and develop strategies that facilitate effective instruction and learning for all students. The study of linguistic patterns enables teachers and other educational leaders to gain global insights into the role of language in fostering individual and cultural identity. This course focuses on sociolinguistics and the social contexts in which language is used. [ 3 credits ]
  • Linguistic and Cultural Diversity: EDU-698 (3 credits)

    Assists educators in better understanding the nature of language and language acquisition in the context of their relevance for education. First and second language acquisition will be studied in detail, primarily from a cognitive perspective with emphasis on the analysis of the diverse variables that play a role in language acquisition and how these affect literacy development. The focus of this course will be on the study of language development of K-12 students who are linguistic minority students, including those for whom Standard English is a second dialect and those for whom it is a second language. [ 3 credits ]
  • Special Education for the Classroom Teacher: SPE-526 (3 credits)

    Addresses the rights of special needs students, legal foundations, the attitudes and needs of parents and the responsibilities of educators. Explores characteristics of exceptionalities. Designed for the classroom teacher, this course stresses strategies for inclusion and adaptations for the regular classroom. Includes discussions with professionals. [ 3 credits ]

Initial PreK-12 Certification

Required Courses

EDU 508 - Issues in TESOL (3)
EDU 519 - Human Development and Learning (3)
EDU 543 - Reading, Analyzing and Interpreting Educational Research (3)
EDU 545 - Principles of Linguistics (3)
EDU 546 - Methods and Materials for TESOL (3)
EDU 547 - Assessing Second Language Acquisition (3)
EDU 548 - Language Learning (3)
EDU 556 - Technology for Instruction and Management (3)
EDU 586 - Techniques of Teaching Reading & Writing to Students with Limited English Proficiency (3)
EDU 596 - English Grammar for ESL Teachers (3)
SPE 526 - Special Education for the Classroom Teacher (3)

Internship Requirements

EDU - 611 Internship (6)

  • 20 hours/week in the fall semester, full-time in the spring semester
  • Conducted under the supervision of a mentor teacher and a university supervisor
  • Students who are already teaching ESOL full-time in a local school system may use their teaching job for the internship

Initial Post-Secondary Certification

Required Courses

EDU 508 - Issues in TESOL (3)
EDU 543 - Reading, Analyzing and Interpreting Educational Research (3)
EDU 545 - Principles of Linguistics (3)
EDU 546 - Methods and Materials for TESOL (3)
EDU 547 - Assessing Second Language Acquisition (3)
EDU 548 - Language Learning (3)
EDU 556 - Technology for Instruction and Management (3)
EDU 586 - Teaching Reading and Writing to Students with Limited English Proficiency (3)
EDU 596 - English Grammar for ESL Teachers (3)

Select One of the Following

EDU 697 - Language and Intercultural Communication for Changing Populations
EDU 698 - Linguistic and Cultural Diversity (3)
Or another elective


EDU 595 - Teaching Practicum (3)

Note: You may substitute EDU 595 with 150 hours of teaching ESL off campus. If using teaching hours, replace EDU 595 with an additional course.

What to Expect Studying at Notre Dame of Maryland University

With award-winning teacher certification programs nationally recognized by the National Council for Accreditation of Teacher Education, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.

Flexible Class Schedules

We accept new students each enrollment term: fall, winter, spring and summer.

Coursework is offered during weekday evenings at times convenient for working adults.

Jee Boebinger
Toggle between the photo and the story

What’s next: Wolfe Street Academy, Baltimore City Public Schools, ESOL Teacher

Alum, NDMU Class of 2018 Teaching English to Speakers of Other Languages

“Notre Dame has taught me that teaching English learners is not only about knowing pedagogy and theory, but also about approaching students - no matter their background - with compassion and empathy…I truly believe that the TESOL program has equipped me with invaluable tools and knowledge that will help me serve my future students as best as I can…I am excited to utilize all that I learned at NDMU to help English learners realize and reach their full potential.”

Read story

Internship Opportunities

Internship opportunities depend on the chosen track: 

  • PreK-12: Local public school
  • Post-secondary: Teaching practicum on campus in our English Language Institute

Grants & Scholarships

English as a Second Language is considered a critical shortage area in Maryland and nationwide.

You may be eligible for special grants offered to train additional teachers to meet the growing demand for ESOL educators.

  • The TEACH grant is a federal grant available to students who agree to teach for four years in a school that serves students from low-income families following graduation.  
  • The Workforce Shortage Grant is a State of Maryland grant available to students who agree to teach in a Maryland school.